Students' Alternate Conceptions on Acids and Bases

Abstract

Knowing what students bring to the classroom can and should influence how we teach them. This study is a review of the literature associated with secondary and postsecondary students' ideas about acids and bases. It was found that there are six types of alternate ideas about acids and bases that students hold. These are: macroscopic properties of acids and bases, microscopic properties of acids and bases, neutralization, acid strength, pH, and titration. School Science and Mathematics 237

Analisis Miskonsepsi pada Materi Larutan Penyangga Menggunakan Two-Tier Diagnostic Test

“…Ilmu kimia sebagai ilmu yang dekat dengan kehidupan sehari-hari membuat siswa terlebih dahulu mempunyai konsep tentang kimia melalui kehidupan sehari-hari [1]. Sehingga, seringkali pemahaman yang mereka bangun tentang konsep kimia berbeda dengan apa yang mereka pelajari di kelas [2]. Menurut beberapa siswa, pembelajaran kimia yang bergantung pada pemahaman siswa terdahulu ditambah karakteristik materi yang berhubungan membuat kimia menjadi salah satu pelajaran yang sulit dikuasai.…”

Students’ Misconceptions on Titration

“…The same research of misconceptions on acidsand bases has performed by Demircioglu et al [8]Rahayu et al [9], Damanhuri et al [10], and Tumay [11]. Pan &Henriques [12]at least the six types of misconceptions on acids and bases concepts were proposed. misconceptions that mostly occurred was the notion that the endpoint or equivalence point of a titration is always at pH 7.…”

Concept Inventories as a Complement to Learning Progressions

“…The expanded concepts were initially ordered by the course in which students were expected to encounter the concepts. To verify and refine the initial order of concepts, literature on student understanding of acid-base chemistry was explored in depth from the literature on high school-and college-level mastery (Banerjee, 1991;Watters and Watters, 2006;Lin and Chiu, 2007;Orgill and Sutherland, 2008;Cartrette and Mayo, 2011;McClary and Talanquer, 2011;Cooper et al, 2016;Pan and Henriques, 2015;Stoyanovich et al, 2015;Romine et al, 2016;Tümay, 2016;); further guidelines from professional societies (ACS, n.d.; ASBMB, n.d.; NRC, 2013); and common biochemistry course texts (Voet and Voet, 2004;Berg et al, 2007;Nelson et al, 2013). Evidence supporting the inclusion of higher-level content was in part retrieved from biochemistry textbooks by searching the table of contents, index, and glossary for key phrases (e.g., acid, base, pH, pK a ) and consolidating knowledge expected of students as it pertains to acid-base chemistry.…”